Multiple Intelligences

Unit Plan Template

EDUC 522
Unit Title: Multiplication Everywhere! Teacher: Ms !al"eras
#ra"e $evel: 2
n"
#ra"e
%u&'ect: Multiplication Time (rame: ) *ee+s
,&'ectives:
Students will collaborate in groups while using
technology.
Students will be exposed to multiple activities
that will develop their understanding of
multiplication arrays and how they connect to
multiplication facts.
Intelligences:
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical,
Naturalistic
odily-!inesthetic,
"nterpersonal,
"ntrapersonal,
Musical
Technologies in the unit:
#ocument $amera
Labtop
$omputers
%ai&u #ec& ' www.hai&udec&.com
NoteShelf application on i(ad
!idlog ' www.&idblog.org
i(ads
MindMeister- www.mindmeister.com
Screencast o matic ' www.screencast-o-
matic.com
)logster- edu.glogster.com
Common Core stan"ar"s:
CSS.Math.Content.2.OA.C.3 Determine whether a
group of objects (up to 20) has an odd or even
number of members, e.g., by pairing objects or
counting them by 2s; write an equation to express an
even number as a sum of two equal addends.
CCSS.Math.Content.2.OA.C.4 Use addition to find
the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns; write
an equation to express the total as a sum of equal
addends.
CCSS.ELA-Literacy.W.2.2 Write
informative/explanatory texts in which they introduce
a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
Technology stan"ar"s:
1. Creativity and Innovation

Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology. Students:

a.
apply existing &nowledge to generate new ideas, products, or
processes.
b
.
create original wor&s as a means of personal or group
expression.
c.
use models and simulations to explore complex systems and
issues.
d
.
identify trends and forecast possibilities.
2. Communication and Collaboration

Students use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute
to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and
media.
b
.
communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by
engaging with learners of other cultures.
d
.
contribute to pro*ect teams to produce original wor&s or
solve problems.
3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use
information. Students:

a. plan strategies to guide in+uiry.
b
.
locate, organi,e, analy,e, evaluate, synthesi,e, and ethically
use information from a variety of sources and media.
c. evaluate and select information sources and digital tools
based on the appropriateness to specific tas&s.
d
.
process data and report results.
4.
Critical Thinking !roblem "olving and #ecision
$aking

Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources. Students:

a. identify and define authentic problems and significant
+uestions for investigation.
b
.
plan and manage activities to develop a solution or complete
a pro*ect.
c. collect and analy,e data to identify solutions and-or ma&e
informed decisions.
d
.
use multiple processes and diverse perspectives to explore
alternative solutions.
%. #igital Citi&enshi'

Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of
information and technology.
b
.
exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d
.
exhibit leadership for digital citi,enship.
(. Technology )'erations and Conce'ts

Students demonstrate a sound understanding of
technology concepts, systems, and operations.
Students:

a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current &nowledge to learning of new technologies.
Materials: -"igital an" non."igital/
Digital
#ocument $amera
Labtop
$omputers
%ai&u #ec& ' www.hai&udec&.com
NoteShelf application on i(ad
!idlog ' www.&idblog.org
i(ads
MindMeister- www.mindmeister.com
Screencast o matic ' www.screencast-o-matic.com
)logster- edu.glogster.com
0on.Digital
Multiplication flashcards
#ec& of cards that have one-digit numbers per pair of students
Maga,ines
)lue
Scissors
Scrapboo& per student
.riting /ournals per student
Stic&s
0oc&s
Leaves
(oster (aper
ingo oard
eans
(ennies
$ounters
0aisins
/ellybeans
"nstruments
1valuation sheets
Intelligences:
Visual, "nterpersonal
Visual, !inesthetic,
"ntrapresonal
Visual, !inesthetic,
"ntrapersonal,
"nterpersonal
Visual
Verbal
Verbal
Verbal, Visual
Visual
Verbal
Verbal, Visual
Mathematical
Mathematical
Visual
!inesthetic
!inesthetic
Visual, !inesthetic
Verbal
Naturalistic, !inesthetic
Naturalistic, !inesthetic
Naturalistic, !inesthetic
!inesthetic, Visual
Visual
!inesthetic
!inesthetic
!inesthetic,
Mathematical
!inesthetic
Musical
Mathematical, Verbal
Proce"ures:
*ee+ ,ne: 1rrays
Day 2
2he teacher will open the unit by displaying multiplication flashcards on
the document camera. 3sing manipulatives, the teacher will explain to the
students that the two numbers of a multiplication fact have a meaning
behind them. 4or example, if a card shows 56x78 then the teacher will say
5" have 6 rows of 7 pennies8 9counters, *elly beans etc.: 2he teacher can
also reverse the problem and say, 5" have 7 rows of 6 pennies.8 2he teacher
will parallel this instruction by ma&ing arrays with the pennies. Modeling
this with several flashcards allows students to ma&e the connection
between a multiplication math fact and an array. 2he teacher will then
place students into groups of two. 1ach pair will be given a dec& of cards
that have one-digit numbers. 2hese cards will be flipped upside down.
2hey will ta&e turns grabbing two cards each and creating a multiplication
fact with the two numbers. 2hey will then create a multiplication array
using manipulatives. 9pennies, counters, *ellybeans etc.: 2hey will ta&e a
picture of each array using a camera.
Day 2
Student pairs will create a slideshow on a computer at
www.hai&udec&.com using yesterday;s pictures. 2hey will be re+uired to
present their slideshows to at least two other groups. 2his will increase
collaboration and allows students to analy,e one another;s wor&.
Day 3
2o assist students in noticing arrays in their everyday life. Students will
examine maga,ines loo&ing for arrays and cutting them out with scissors.
2hen, the students will glue them into their own scrapboo&. .ithin this
scrapboo&, students will do their best to organi,e the arrays from least to
greatest, and also categori,e similar arrays together on the same page.
Day )
Students will view one another;s scrapboo&s and evaluate them in their
writing *ournals. 2he will be re+uired to describe what they learned.
Intelligences:
Visual-Spatial, Verbal-
linguistic, Mathmatical-
Logical, "ntrapersonal,
odily-!inesthetic
Visual-Spatial,
Verbal-Linguistic,
"ntrapersonal,
"nterpersonal,
"ntrapersonal,
Musical
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical,
Naturalistic,
odily-!inesthetic,
"nterpersonal,
"ntrapersonal,
Musical
Visual-Spatial,
Mathematical-Logical,
Naturalistic,
Day 5
"n preparation for more arrays next wee&, students will independently ta&e
a wal& and examine their environment. 2hey will photograph 5natural8
arrays 9tiles, fallen leaves, classroom lights, windows: with a camera.
Students will evaluate their photos and write a description for each one on
their i(ad Note shelf application.
*ee+ Two: More 1rrays!
Day 2
Students will begin the second wee& of the unit by using the photos they
too& last wee& and creating them into a %ai&u #ec& Slideshow at
www.hai&udec&.com to display their discoveries. 2he teacher will wal& to
students through a step by step process of how to use %ai&u #ec& on a
computer. 2he teacher will model of how to create a slideshow using
examples of photos. Students will then be given a computer to wor& on.
Day 2
Students will continue wor&ing on their %ai&u #ec& Slideshows and have
them completed by today. Students will then present their %ai&u #ec&
Slideshows to the class.
Day 3
<fter loo&ing at multiple different arrays, students will have an opportunity
to create their own array by building them with stic&s, roc&s, and leaves.
Students will get into groups of four and wal& outside to collect ob*ects for
their arrays. 2hey will rearrange them on a poster paper to create a
multiplication array.
"nterpersonal,
"ntrapersonal,
Visual-Spatial,
Mathematical-Logical,
Naturalistic,
odily-!inesthetic,
"nterpersonal,
Visual-Spatial,
Naturalistic,
"nterpersonal,
Visual-Spatial,
"nterpersonal,
"ntrapersonal,
Visual-Spatial,
Mathematical-Logical,
Naturalistic
odily-!inesthetic,
"ntrapersonal,
Day )
Students will individually write about the array they created and the
ob*ects they used to create the array on the class;s !idlog .ebsite. 2he
student groups will then present the posters they created to the rest of the
classroom. <fterwards, the students will be re+uired to comment on two
other classmates; writings on !idlog using a computer.
Day 5
4or 4un 4riday the students will play <rray ingo. 2he teacher will hand
out a sheet of paper with empty s+uares in the shape of a bingo board.
Students will fill in the s+uares with different arrays using a pencil. 2he
teacher will hand out beans so that students can use them to mar& their
bingo board. 2eacher will call out different multiplication facts and
students will mar& their bingo board until someone yells out ingo.
*ee+ Three: Ma+ing Connections -&etween arrays an" multiplication
4acts/
Day 2
Students will thin&-pair-share with a partner to name as many
multiplication facts as they &now and record them onto their i(ads Note
shelf application. Students will review these multiplication facts with their
partner by arranging them into arrays. 2he will build an array by building it
out of their manipulatives= pennies, counters, raisins, *ellybeans.
Day 2
Students will ta&e one of the multiplication math facts from their
NoteShelf application and ma&e a mini-video recording of themselves
describing how they could create an array for that specific math fact.
Students may use manipulatives to exemplify their array. Students will
ta&e turns holding the camera and recording their peer.
Day 3
Students will continue on wor&ing to finish up their mini-video recordings
>nce each student has finished their videos they will present them one-by-
Verbal-Linguistic,
Mathematical-Logical,
"nterpersonal,
"ntrapersonal,
Visual-Spatial,
Mathematical-Logical,
Naturalistic
odily-!inesthetic,
"nterpersonal,
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical,
Naturalistic
odily-!inesthetic,
"nterpersonal,
"ntrapersonal
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical
"nterpersonal,
"ntrapersonal,
Visual-Spatial,
Verbal-Linguistic,
one to the class. Meanwhile the rest of the class will be writing in their
*ournals what they li&e about each video and what array the student
created.
Day )
Students will recall how to use the commutative property, repeated
addition method, create e+ual groups, and create arrays by writing them
down in their math *ournal. Students will select one multiplication math
fact and insert it on an anchor map which will be created on a computer
program called MindMiester.
Students will calculate all the answers that belong to the multiplications
math fact using multiple methods. 2hese multiple methods include the
commutative property, repeated addition, creating e+ual groups, and
creating arrays. 2hey will then create a screen cast with
www.screencastomatic.com, which is where they will describe the process
they went through on their anchor map on Mind Miester.
Day 5
2he teacher will pro*ect each students screen cast onto the board. Students
will evaluate each other;s screen casts and write in their math *ournal about
what they learned viewing others wor&
*ee+ (our: Practice Practice Practice! -Multiplication 4acts/
Day 2
Students will listen to the teacher sing a multiplication facts chant,
containing the ?;s facts. "t will be displayed on the board with a document
camera. 2eacher will then display a variety of different instruments that
students could use to create their own song. Students will select an
instrument and create a rhythmic pattern in order to prepare for their own
multiplication facts chants. Students will write their own songs lyrics
which will incorporate the ?;s, 7;s, or 6;s facts onto the Noteshelf app on
an i(ad.
Day 2
Students will connect their rhythmic patterns and their song lyrics from the
previous day in order to finish their chant and record it with an i(ad
camera. 2he students will receive the help of a peer to record each other
singing their songs.
Day 3
Students will compare and evaluate each other;s music videos, which the
Mathematical-Logical,
odily-!inesthetic,
"nterpersonal,
"ntrapersonal,
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical,
"nterpersonal,
"ntrapersonal,
Visual-Spatial,
Mathematical-Logical,
"nterpersonal,
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical,
"nterpersonal,
"ntrapersonal,
Musical
Visual-Spatial,
Verbal-Linguistic,
"nterpersonal,
"ntrapersonal,
Musical
Visual-Spatial,
teacher will have display with the document camera. 2he evaluation sheets
will re+uire peers to decide whether or not students followed the
guidelines.
Day )
Students will conclude the unit by creating a )logster about what they
have learned. "t will include pictures of arrays that they used throughout
the unit and details about what they have learned about multiplication.
Day 5
2o conclude the lesson, the students will present their )logs to the entire
class.
Mathematical-Logical,
"nterpersonal,
"ntrapersonal,
Musical
Visual-Spatial,
Mathematical-Logical,
"nterpersonal,
Visual-Spatial,
Verbal-Linguistic,
Mathematical-Logical
"ntrapersonal,
Pro"uct:
*ee+ 2:
@?- %ai&u #ec& Slideshow on multiplication arrays where students use
manipulatives such as pennies, counters, *ellybeans.
@7- Scrapboo& where students organi,e pictures of multiplication arrays
and categori,e similar arrays together.
.ee& 7=
@?- %ai&u #ec& Slideshow with pictures of 5natural8 arrays 9tiles, fallen
leaves, classroom lights, windows:.
Intelligences:
Visual
!inesthetic
"ntrapersonal
Verbal
Mathematical
Visual
!inesthetic
"ntrapersonal
Mathematical
Naturalistic
Visual
@7- (oster with multiplication arrays made with stic&s, roc&s, and leaves.
@A- !idlog .ebsite where students write about the array they created on
the poster with 5natural8 ob*ects.
.ee& A=
@?- Video 0ecording of themselves describing how to create an array for a
specific multiplication math fact.
@7- <nchor Map on MindMeister that incorporates the commutative
property, repeated addition, e+ual groups, and arrays.
@A- Screencast of their MindMeister explaining and describing the process
they went through on their anchor map.
.ee& B=
@?- Music video of student;s multiplication songs. Songs will include
lyrics of ?;s, 7;s, or 6;s.
@7- )logster culminating presentation.
"nterpersonal
!inesthetic
"ntrapersonal
Verbal
Mathematical
Naturalistic
Visual
"nterpersonal
!inesthetic
"ntrapersonal
Verbal
Mathematical
Naturalistic
"ntrapersonal
Verbal
Mathematical
Visual
"nterpersonal
!inesthetic
"ntrapersonal
Verbal
Mathematical
Visual
"nterpersonal
"ntrapersonal
Mathematical
"nterpersonal
Verbal
Mathematical
Musical
"nterpersonal
!inesthetic
"ntrapersonal
Verbal
Mathematical
Visual
"ntrapersonal
Verbal
Mathematical
1ssessment -5uantitative ru&ric/:
$ulti'lication *nit !lan !ro+ects
2 2 3 ) %core6$evel
@? %ai&u
#ec&
Slideshow=
Manipulative
<rrays
Student had ?-
B arrays in
there
presentation.
No variety in
arrays. No
captions.
Student had 7-
B arrays in
there
presentation.
1ach array was
different. No
captions.
Student had A-
B arrays in
there
presentation.
1ach array was
different. 2hey
all had
captions.
Student had 6-
?C arrays in
there
presentation.
1ach array was
different. 2hey
all had
captions.

Multiplication
<rrays
Scrapboo&
Scrapboo& is
not organi,ed.
No variety in
arrays. Not
labeled.
Scrapboo& is
not organi,ed.
%as A-B arrays.
No variety.
Labeled.
Scrapboo& is
neatly
organi,ed. %as
A-B arrays.
1ach array is
different.
Labeled.
Scrapboo& is
neatly
organi,ed. %as
6-?C arrays.
1ach array is
different.
Labeled.

@7 %ai&u
#ec&
Slideshow=
Natural
<rrays
Student had ?-
B arrays in
there
presentation.
No variety in
arrays. No
captions.
Student had 7-
B arrays in
there
presentation.
1ach array was
different. No
captions.
Student had A-
B arrays in
there
presentation.
1ach array was
different. 2hey
all had
captions.
Student had 6-
?C arrays in
there
presentation.
1ach array was
different. 2hey
all had
captions.

Multiplication
<rray (oster
with natural
ob*ects.
Student had ?-
B arrays on
their poster.
No variety in
arrays. No
captions.
Student had 7-
B arrays on
their poster.
1ach array was
different. No
captions.
Student had A-
B arrays on
their poster.
1ach array was
different. 2hey
all had
captions.
Student had 6-
?C arrays on
their poster.
1ach array was
different. 2hey
all had
captions.

!idog log post only log post log post log post
2 2 3 ) %core6$evel
.ebsite (ost states array or
ob*ects used.
explained ?-7
details of the
array that the
student
created.
Mentions the
array but does
not mention
ob*ects used.
explained A-B
details of the
array that the
student
created.
Mentions the
array and
ob*ects.
explained 6-?C
details of the
array that the
student
created.
Mentions the
array and
ob*ects.
Video
0ecording of
Multiplication
4act
Students
verbally say
what array
they used.
#onDt use
manipulatives.
Students
verbally
describe their
array with
more than 7
details. #onDt
use
manipulatives.
Students
verbally
describe their
array with
more than A
details, while
demonstrating
with
manipulatives.
Students
verbally
describe their
array with
more than 6
details, while
demonstrating
with
manipulatives.

MindMeister
<nchor Map
<nchor map
includes ? of
the B
following=
commutative
property,
repeated
addition, e+ual
groups, and
arrays.
<nchor map
includes 7 of
the B
following=
commutative
property,
repeated
addition, e+ual
groups, and
arrays.
<nchor map
includes A of
the B
following=
commutative
property,
repeated
addition, e+ual
groups, and
arrays.
<nchor map
includes
commutative
property,
repeated
addition, e+ual
groups, and
arrays.

MindMeister
Screen$ast
Screencast
describes in
detail how the
students used ?
of the B
following= the
commutative
property,
repeated
addition, e+ual
groups, and
arrays.
Screencast
describes in
detail how the
students used 7
of the B
following= the
commutative
property,
repeated
addition, e+ual
groups, and
arrays.
Screencast
describes in
detail how the
students used A
of the B
following= the
commutative
property,
repeated
addition, e+ual
groups, and
arrays.
Screencast
describes in
detail how the
students used
the
commutative
property,
repeated
addition, e+ual
groups, and
arrays.

Music Video Lyrics include
a few
multiplication
facts from ?Ds,
7Ds and 6Ds
Lyrics include
? of the
following= ?Ds,
7Ds, and 6Ds
multiplication
facts.
Lyrics include
7 of the
following= ?Ds,
7Ds, and 6Ds
multiplication
facts.
Lyrics include
all of the
following= ?Ds,
7Ds, and 6Ds
multiplication
facts.

)logster )logster
includes ? of
the following=
pictures,
details, arrays.
)logster
includes 7 of
the following=
pictures,
details, arrays.
)logster
includes A of
the following=
pictures,
details, arrays.
)logster
includes five
of the
following=
pictures,

2 2 3 ) %core6$evel
details, arrays.